DenoS. J.MirkinP. K., & ChiangB. (1982). Identifying valid measures of reading. Exceptional Children, 49, 36–45.
2.
DowhowerS. L. (1987). Effects of repeated readings on second grade transitional readers' fluency and comprehension. Reading Research Quarterly, 22, 389–406.
3.
FleisherL.JenkinsJ., & PanyD. (1979). The effects on poor readers' comprehension of training in rapid decoding. Reading Research Quarterly, 15, 30–48.
4.
FuchsL. S., & DenoS. L. (1981). A comparison of reading placements based on teacher judgment, standardized testing, and curriculum-based assessment. Research Report #56. St. Paul: Institute for Research and Learning Disabilities, University of Minnesota.
5.
HarrisA. (1970). How to increase reading ability (5th ed.). New York: David McKay.
6.
HeckelmanR. G. (1969). A neurological-impress method of remedial reading instruction. Academic Therapy Quarterly, 4, 277–282.
7.
HeckelmanR. G. (1986). NIM revisited. Academic Therapy Quarterly, 21, 411–420.
8.
HenkW. A.HelfeldtJ. P., & PlattM. J. (1986). Developing reading fluency in learning disabled readers. TEACHING Exceptional Children, 18, 202–206.
9.
KannR. (1983). The method of repeated readings: Expanding the neurological impress method for use with disabled readers. Journal of Learning Disabilities, 16, 90–92.
10.
LaBergeD., & SamuelsS. J., (1974). Toward a theory of automatic information processing in reading. Cognitive Psychology, 6, 292–323.
11.
MoyerS. B. (1983). Repeated reading. Annual Review of Learning Disabilities, 1, 113–117.
12.
SamuelsS. J. (1979). The method of repeated reading. The Reading Teacher, 32, 403–408.
13.
SmithF. (1971). Understanding reading. New York: Holt, Rinehart, & Winston.
14.
StarlinC. M. (1979). Evaluating and teaching reading to “irregular” kids. Iowa Perspective. Des Moines, Iowa: Department of Public Instruction, 1–11.
15.
WhiteO. R., & HaringN. G. (1976). Exceptional teaching. Columbus: Charles E. Merrill.
16.
WhiteO. R., & HaringN. G. (1980). Exceptional teaching (2nd ed.). Columbus: Charles E. Merrill.
